Abstract

Many studies in the field of preservice TESOL teacher education focus on expert teacher feedback to preservice teachers but neglect to address other sources of classroom feedback. This study explored how alternate sources of classroom feedback, including peer teachers and students, compare to expert feedback. A total of thirty participants from three different participant groups were featured. The three participant groups were composed of students studying at an intensive English lab school, preservice teachers who worked at the lab school, and the mentors and university instructors that guided those preservice teachers. Data collection took place through feedback sessions, during which participants used the program GoReact to provide feedback on two videos of TESOL instruction. Feedback gathered in the sessions was analyzed using content analysis and thematic analysis. The results of the study indicate that expert feedback aligns most closely with peer teacher feedback in both the frequency of teaching factors commented on and frequency of positive versus suggestion comments made. Additionally, all feedback groups commented most frequently on teacher focused instructional factors including teacher movement, instruction, and use of strategies. Feedback groups thematically addressed classroom management and teacher questioning practices most frequently. Findings of the study suggest that experts and preservice TESOL teachers should judiciously utilize feedback from varying classroom feedback sources to broaden their understanding of classroom feedback and contextualize instruction.

Degree

College and Department

Humanities; Linguistics

Rights

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